e learning framework

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Page 1: E learning framework
Page 2: E learning framework

Ethi

cal

Institut

ional

ResourceSupport

On-line and off-line resources & support

Management

e-Learning

Pedagogical

Evaluati

on

TechnologicalInterfaceD

esign

Learning and teaching issuesInfrastructure, hardware and software Physical layout and navigation Content development and maintenanceAcademic, administrative & student services Ethical considerations in e-learningAssessment of learner, evaluation of learning environment

Page 3: E learning framework

5. MANAGEMENT5.1 E‑Learning Content Development5.2 E-Learning Maintenance

6. RESOURCE SUPPORT6.1 Online support6.2 Resources

7. ETHICAL7.1 Social and Political Influence7.2 Cultural Diversity7.3 Bias7.4 Geographical diversity7.5 Learner diversity7.6 Digital Divide7.7 Etiquette7.8 Legal issues

8. INSTITUTIONAL8.1 Administrative Affairs8.2 Academic affairs8.2 Student services

1. PEDAGOGICAL1.1 Content Analysis1.2 Audience Analysis1.3 Goal Analysis 1.4 Medium Analysis1.5 Design approach1.6 Organization1.7 Methods and Strategies

2. TECHNOLOGICAL2.1 Infrastructure planning2.2 Hardware2.3 Software

3. INTERFACE DESIGN3.1 Page and site design3.2 Content design3.3 Navigation3.4 Accessibility 3.5 Usability testing

4. EVALUATION4.1 Assessment of learners 4.2 Evaluation of the

instruction & learning environmenthttp://BooksToRead.com/framework/dimensions.htm

Page 4: E learning framework

Pedagogical Content Audience Goals Medium Design

Organization

Methods

How often is dynamic course content updated?

Page 5: E learning framework

Pedagogical Content Audience Goals Medium Design

Organization

Methods

• Who are the learners?

Does the institution have adequate information about the learners at a distance?

Page 6: E learning framework

Pedagogical Content Audience Goals Medium Design

Organization

Methods

Does the course provide clear expectations of what the student is required to do?

Page 7: E learning framework

Pedagogical Content Audience Goals Medium Design

Organization

Methods

Does the course utilize multimedia attributes of the Internet and digital technologies? - text - audio - video - graphics - other (specify)

Page 8: E learning framework

Pedagogical Content Audience Goals Medium Design

Organization

Methods

• What is the instructor’s role?

- more facilitative than

didactic- more didactic than

facilitative- a combination of

both

Page 9: E learning framework

Pedagogical Content Audience Goals Medium Design

Organization

Methods

• Does the course provide a sense of continuity? (e.g., each unit of the lesson builds on the previous unit, etc.)

Page 10: E learning framework

Pedagogical Content Audience Goals Medium Design

Organization

Methods

• Does the course promote Inside Collaboration by providing a supportive environment for asking questions, clarifying directions, suggesting or contributing resources and working on joint projects with class members?

Page 11: E learning framework

Technological Infrastructure Planning

Hardware Software

Does the course have personnel who can assist learners to set up for starting the course?

Page 12: E learning framework

Technological Infrastructure Planning

Hardware Software

Are the hardware requirements for the course clearly stated?

Page 13: E learning framework

Technological Infrastructure Planning

Hardware Software

Does the course provide links to resources where all necessary software can be downloaded?

Page 14: E learning framework

Interface DesignPage and Site

DesignContent

DesignNavigationAccessibility Usability

Testing

Do Web pages look good in a variety of Web browsers and devices--in text-based browsers, all recent versions of Internet Explorer and Netscape, and so on.?

Page 15: E learning framework

Interface DesignPage and Site

DesignContent

DesignNavigationAccessibility Usability

Testing

Does the course follow “one idea per paragraph” rule?

Page 16: E learning framework

Interface DesignPage and Site

DesignContent

DesignNavigationAccessibility Usability

Testing

Does the course provide structural aids or site map to guide learner’s navigation?

Page 17: E learning framework

Interface DesignPage and Site

DesignContent

DesignNavigationAccessibility Usability

Testing

Is the course Website designed to be accessible by a wider user population? (Is the course 508 compliant?)

Page 18: E learning framework

Interface DesignPage and Site

DesignContent

DesignNavigationAccessibility Usability

Testing

How quickly users find answers to the most frequently asked questions on the course site?

Page 19: E learning framework

Evaluation Assessment

of Learners

Evaluation of Instruction & Learning Environment

Does the course have a mechanism in which a learner can be truly measured and not cheat?

Page 20: E learning framework

Evaluation Assessment

of Learners

Evaluation of Instruction & Learning Environment

Does the course have a system to accept students’ online evaluation of the following? - content - instructor - learning environment - learning resources - course design - technical support

Page 21: E learning framework

Management Content

Development

Maintenance

Is there a project support site for e‑learning production team?

Page 22: E learning framework

Management Content

Development

Maintenance

Does the course notify students about any changes in due dates or other course relevant matters (e.g., server down) via following means?- e-mail- announcement page- alert boxes- running footer added to a page- phone call- mail

Page 23: E learning framework

Resource Support Online Support

Resources

Does the course providetroubleshooting (or expert technical support from specialized staff) assistance or a help line?

Page 24: E learning framework

Resource Support Online Support

Resources

Does the course provide examples of previous student's work on the Web?

Page 25: E learning framework

EthicalSocial/Political

InfluenceCultural DiversityBiasGeographical

DiversityLearner DiversityDigital DivideEtiquetteLegal Issues

Does the institution have to get approval from any external entities (who can serve as political barriers) to implement e-learning?

Page 26: E learning framework

EthicalSocial/Political

InfluenceCultural DiversityBiasGeographical

DiversityLearner DiversityDigital DivideEtiquetteLegal Issues

To improve cross-cultural verbal communication and avoid misunderstanding, does the course make an effort to reduce or avoid the use of jargon, idioms, ambiguous or cute humor, and acronyms?

Page 27: E learning framework

EthicalSocial/Political

InfluenceCultural DiversityBiasGeographical

DiversityLearner DiversityDigital DivideEtiquetteLegal Issues

Does the course present more than one viewpoint on controversial issues?

Page 28: E learning framework

EthicalSocial/Political

InfluenceCultural DiversityBiasGeographical

DiversityLearner DiversityDigital DivideEtiquetteLegal Issues

Is the course offered to geographically diverse population? If yes ...

Is the course sensitive about students from different time-zones (e.g. synchronous communications are scheduled at reasonable times for all time zones represented)?

Page 29: E learning framework

EthicalSocial/Political

InfluenceCultural DiversityBiasGeographical

DiversityLearner DiversityDigital DivideEtiquetteLegal Issues

Is the course designed to have patience for learners who adapt to individualized distributed learning environment slower than others?

Page 30: E learning framework

EthicalSocial/Political

InfluenceCultural DiversityBiasGeographical

DiversityLearner DiversityDigital DivideEtiquetteLegal Issues

Information accessibility issue must be expressed in terms of digital “haves” and “have nots,” a gap expressed in the term “digital divide.”

Is the digital divide issue considered in designing the e‑learning content?

Page 31: E learning framework

EthicalSocial/Political

InfluenceCultural DiversityBiasGeographical

DiversityLearner DiversityDigital DivideEtiquetteLegal Issues

• Does the course provide any guidance to learners on how to behave and post messages in online discussions so that their postings do not hurt others’ feelings?

Page 32: E learning framework

EthicalSocial/Political

InfluenceCultural DiversityBiasGeographical

DiversityLearner DiversityDigital DivideEtiquetteLegal Issues

Does the course get students’ permission to post any of the following on the Web?- students’ photographs - students’ projects

Page 33: E learning framework

InstitutionalAdministrative

AffairsAcademic

AffairsStudent

Services

Is the institution ready to offer online courses?

Page 34: E learning framework

InstitutionalAdministrative

AffairsAcademic

AffairsStudent

Services

Does the course provide academic quality such as one would expect in a traditional course?

Page 35: E learning framework

InstitutionalAdministrative

AffairsAcademic

AffairsStudent

Services

Are instructor/tutor and technical staff available during online orientation?